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IMPROVING YOUR MEMORY Learning Strategies, Student Academic Success Services Stauffer Library, 101 Union Street Queen’S University, Kingston, ON, K7L 5C4

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IMPROVING YOUR MEMORY Learning Strategies, Student Academic Success Services Stauffer Library, 101 Union Street Queen’S University, Kingston, ON, K7L 5C4 IMPROVING YOUR MEMORY Learning Strategies, Student Academic Success Services Stauffer Library, 101 Union Street Queen’s University, Kingston, ON, K7L 5C4 Website: sass.queensu.ca/learningstrategies/ Email: [email protected] This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike2.5 Canada License. Learning Strategies, Student Academic Success Services, Queen's University, Kingston, ON http://sass.queensu.ca/learningstrategies Memory at university Self-reflection questions What role does a good memory have in your academic life? Do you know how your memory works? Memorization is one of the most common types of learning used in university. Due to the large volume of information which needs to be learned, having strong memory skills and using effective memory strategies is critical for success at university. Memorizing comes into play at all stages of a degree but is most crucial at the outset of a program as each discipline has its own body of core knowledge. Often students complain that they have ‘so much to memorize’; however, if the core knowledge is not committed to memory early in a program, the student will struggle to acquire more difficult and complex information. Moreover, some courses require you to memorize specific facts or rules, e.g., language courses. Science course (biology, anatomy) also require a large amount of information, alongside understanding concepts. To remember all that‘s required to successfully complete a course, information needs to be reviewed frequently. For students who cram the course material at the end of the term will find that much of the information is lost soon after the final exam, and they will have to relearn it next term. What a waste of time! Purpose of this module The aim of this module is to provide information about how your memory works and offer useful strategies to assist in the process of remembering. Although strategies involving repetition are most commonly used to assist memory, this module goes beyond simple rote memorization to whole brain techniques which will help you unleash your powerful memory. Themes I. How Your Memory Works II. Whole Brain Learning III. Forgetting & Remembering IV. Memory Training: Basic & Advanced Strategies V. Negative Effects on Memory: substances, sleep, nutrition, etc. For those interested in a more detailed explanation, we have prepared additional information sheets and hands-on tools. You can find them in the Tools section at the end of the module. Learning Strategies, Student Academic Success Services, Queen's University, Kingston, ON http://sass.queensu.ca/learningstrategies Self-assessment of memory functioning Self-reflection questions Would you say you have ‘a good memory’? Are you aware of the memory skills and strategies you use? Are you aware of the memory strategies which are the most effective in helping you retain and recall information? Do you want to improve your memory? How good your memory is can be determined both objectively and subjectively. Dr. Gary Small, a memory expert at University of California Los Angeles, has developed two assessment tools*, an objective test and a subjective questionnaire, which will help you assess your present memory functioning. See: Subjective Memory Questionnaire Objective Memory Test *Source: Small, G. 2003. The Memory Bible: An innovative strategy for keeping your brain young. NY: Hyperion. Interpreting your memory scores Once you have completed Dr. Small‘s memory tests, take a moment to find out how your scores translate into a memory skills training program. Subjective Objective Program High High Review basic memory skills and then move quickly to advanced skills. Low Low Focus on basic memory skills training. Reassess your scores after the basic training is complete. If there’s no improvement, consult an expert. Low High Focus on stress reduction before basic memory skills training. Factors influencing objective memory score: age Learning Strategies, Student Academic Success Services, Queen's University, Kingston, ON http://sass.queensu.ca/learningstrategies level of education (those with higher levels of education generally have better memories) Factors influencing subjective memory score: mood and sense of well-being (stress and depression affects memory) Continuous assessment of memory improvement By taking the above tests, you now know your baseline memory performance scores. You will want to revisit these scores throughout your memory training program to assess your ongoing improvement. On the continuums below, mark your baseline score with an X. Baseline: Subjective 0 45 90 135 180 225 Baseline: Objective 0 45 90 135 180 225 Learning Strategies, Student Academic Success Services, Queen's University, Kingston, ON http://sass.queensu.ca/learningstrategies I. How your mind works Model 1: 3 phases When you understand how your memory works, reviewing new information regularly makes a whole lot of sense. Memory is an active process involving thinking about the information, encoding the information and rehearsing the information. This happens in 3 phases. Phase 1. Acquisition Working memory or the immediate sensory image (e.g. a picture). This phase fades in seconds unless you pay attention to certain features or transform (encode) the information into words. Phase 2. Storage Short-term memory or the temporary storage. This phase is small in capacity (3-10 items) and short in duration (10-30 seconds) unless information is repeated verbally. Long-term memory. This phase is the relatively permanent, large capacity storage which holds our past. ‘Memorized’ information is stored here, and this phase is what most people think of as their ‘memory’. Phase 3. Retrieval This phase involves getting information out of your long-term storage and using it. Adapted from: Fleet, J. et al. (1990). Learning for Success: Skills and Strategies for Canadian Students. Toronto, ON: Harcourt Brace Janovich. Model 2: 5 stages of information processing Why is it that sometimes when you are trying to solve a problem, you simply can‘t and then in the middle of the night you remember? The knowledge is accessible now because you are no longer ‘thinking’ and have moved to unconscious levels of thought. Since the unconscious mind Learning Strategies, Student Academic Success Services, Queen's University, Kingston, ON http://sass.queensu.ca/learningstrategies is more powerful than the conscious, it‘s important to understand how to tap into these levels of thought. To help you understand this process, consider these 5 stages or levels: Conscious Bridge to Unconscious Unconscious 1. Think stage 2. Emote stage 3. Look/search stage (retrieve) 4. Create stage 5. Know stage 1. Think – what you do consciously, e.g., analyze, compare, ask yourself questions. Information is not accessible till the Know stage. 2. Emote – To get to the Know stage more quickly, use your emotions. Your emotions are a bridge between your conscious (Stage 1) and unconscious mind (Stages 3-5). Emotions are your ‘gut’ feelings and are a deeper stage of your mind than Stage 1. Once your emotions are involved, you will automatically move to the Look/Search stage. 3. Look/Search – Signalled by your emotions, your mind searches for information stored in your memory. Try using the analogy of a filing cabinet (see diagram in the TOOL below) to represent everything you have seen, heard, thought is stored in files. When your mind is in Look/Search mode, imagine your unconscious mind ‘rolodexing’ or ‘scrolling’ rapidly all your files. Note that your mind doesn‘t always need to go through Stage 3, but can go directly to Stage 5. 4. Create– In the case of problem-solving, your moves through the Create stage before the Know stage, as the necessary ‘files’ don‘t yet exist. To create a new file, your mind goes through the existing files, taking bits of useful information and recombining files into something new. Usually this takes time and conscious effort. However, often when you stop ‘thinking’ about the problem and let the unconscious take over, the solution appears, seemingly effortlessly. When you are creating new files, you are creating new neuro-pathways in the brain, which reinforces your memory. When you create something, you ‘know’ it, i.e. you‘ve arrived at Stage 5! Therefore…THE MORE YOU CREATE, THE BETTER YOUR MEMORY GETS. So, when studying and learning try to create your own questions, and visuals and your memory will improve easily. Source: Trudeau, K. 1997. Mega Memory: How to release your superpower memory in 30 minutes or less a day. NY: HarperCollins. See The Filing Cabinet of Your Mind for more detail. Learning Strategies, Student Academic Success Services, Queen's University, Kingston, ON http://sass.queensu.ca/learningstrategies II. Whole brain learning Brain research and memory Traditionally, researchers thought thinking processes were divided between the two sides of the cerebral cortex like this… Right hemisphere Left hemisphere Rhythm, imagination, daydreaming, colour Logic, words, lists, numbers, sequence, dimension, spatial awareness, gestalt (the linearity, analysis whole picture) However, the latest research indicates that we use both sides of brain together. Therefore, the more you use them together, the more they benefit each other. For example, the study of music (right hemisphere) helps the study of math (left hemisphere) the study of math helps the study of music. The more you use these areas, the more generally capable is your entire memory. Therefore…to remember well, you need to use every aspect of your mind. Two fundamentals of super memory: imagination + association If you want to remember anything, associate (link) it with some known or fixed item (i.e. something stable in your mental environment), calling upon your imagination throughout. To remember well you need to include some or all of the following: Senses: see, hear, smell, taste, touch, movement Movement & Rhythm – make your images 3D Association Sexuality Humour Imagination Numbers ---- Symbols e.g. a light bulb = an idea Colour – add vivid colours Order and/or Sequence e.g.
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